Boston College, Department of Sociology
Spring, 2008
SC001.09: Introductory Sociology
Monday, Wednesday, 3:00 – 4:15pm
Carney Hall, Rm. 104
Instructor: Matthew Gregory
e-mail: gregorysoc@mac.com
Office: McGuinn Hall, 410b
Office Hours: Monday: 1:30-2:30pm at the Chocolate Bar
Wednesday: 1:30-2:30pm at the Chocolate Bar
And by appointment
Texts: The Real World: An Introduction To Sociology, by Kerry Ferris & Jill Stein
Limbo: Blue-Collar Roots, White-Collar Dreams, by Alfred Lubrano
Readings For Sociology, Garth Massey, ed
Course Organization:
We will begin with the background, history and development of the discipline of
sociology. To that end, we will begin with the broad foundations of sociology, move to
the specific practices and applications of the field, and then look ahead from where we
are to where we are going as a society and as a discipline. Most importantly, I want you
to be able to not just understand the discipline of sociology, but to be able to apply this
knowledge to your everyday lives and develop a better understanding of the importance
of the social world in which you live.
Course Objectives:
Sociology is a fluid practice – it is always changing, reaching back to it’s past and
moving ahead to it’s future. Sociology, like society, is never static. So, the course
objectives are simple:
• Explore the history and background of the discipline of sociology; to
look at theory and practice their combination in the form of the
‘sociological imagination’
• To make the distinction between ‘common sense’ and sociological
analysis; to challenge what we take for granted in society and reveal
the interplay and tension between the individual and the society;
• To develop a ‘sociological imagination’ in practice;
• To generate a foundation for the understanding and criticism not only
of a discipline, but of the social world in which we all inhabit.
One way to look at this is to attempt to answer the question: Why is Robinson Crusoe
Impossible?
Course Requirements:
You will be required to participate, both physically and intellectually, in classroom
activities. This means that readings will be completed by the date they are assigned,
papers will be completed in full and on time, and you will participate in class
discussions.
Reading: There are three reading sources for this course: a textbook and two
examples of sociological research. These are all readings of sociological works, many by
practicing sociologists. We will begin with theory and move to methods, and then areas
of practice. Some of the readings will be challenging and time consuming. Some weeks
the readings will be heavy and others light. Regardless, you are expected to have
completed the readings by the assigned class. Often, I will make reference to these
readings in class, and as often as possible we will be discussing them in class. It is
imperative that you come prepared.
Writing and Assessments: In order to understand, appreciate, and apply the
knowledge generated in the course, you must be able to process it and ‘talk’ about it.
The best way to do this is to write. At the beginning of each new section, you may be
asked to submit a brief (one page) paper describing to me what you think the topic
is.(more at the end of syllabus.)
There are a number of ways to assess your knowledge, understanding, and
command of sociological knowledge and concepts. Two ways in which this will be
achieved in this class will be through a paper and a final project. The paper will ask
you to take sociology and find it in your everyday lives; the papers will require you to
take on sociological theory and practice (praxis), apply these ideas in your own life, and
explore their meanings, consequences, and uses.
Rather than a cumulative final or extensive research paper, your final will be a
sociological Scavenger Hunt. For the Scavenger Hunt, you will be asked to go out into
the world and look for indicators of Race, Class, Gender, Culture, Power, etc. You will
be given a list from which to find examples of this in society. Once located, you are to
provide an analysis/explanation based on what we have learned over the course of the
semester. Do not plan on missing this final! You have had plenty of time to make travel
arrangements around your finals schedule. As a result, I will not look favourably on
requests for an extension, for re-scheduling a final or giving a make-up.
Again, more on this as we go.
It is important to note that no grades are given. All grades are earned.
An important note on academic honesty: I will not tolerate any plagiarism in this
course. All work must be yours and yours alone. This applies to cheating on an exam,
lifting the work of authors without proper citation, or attempts to rearrange words and
phrases and claim them as your own. A word to the wise: you do not know what I read,
watch, or otherwise know. Take the time and do the work as assigned. The College of
Arts and Sciences (CAS) has very specific regulations regarding academic honesty issues,
and I will obey their directives. For example, if you willingly and knowingly commit an
act of plagiarism, you can be expelled from the College. For a more detailed review of
this policy, visit the A&S web page online. I take this issue seriously, and so should you.
At the end of the syllabus, you will find the first assignment. This is due in class
on the first day of lecture.
If you have any questions regarding the syllabus or class, let me know.
Attendance/Speaking: Sociology is an intriguing and contentious discipline.
Often, you will want to react to what we are reading and discussing. You will have
more than ample opportunity to do so. This is not exclusively a lecture course. You are
expected to actively participate in class discussions and activities. This practice will
make the semester all that more worthwhile for those involved.
If you are uncomfortable about speaking in public, you will be given other
opportunities to participate. For example, you can meet with me outside of class to
talk. You can e-mail me your thoughts and reactions and I will try to integrate them
into the course. But I cannot stress the importance of exchange and dialogue in a
course of this nature. As often as possible, we will open up the classroom to small
group discussions and just ‘talking’.
I cannot emphasize this aspect of the class enough. Approximately 10% of your
final course grade is based on participation and attendance. 'A' students have received
a 'B' in this class because they did not take this requirement seriously enough. Simply
attending every class is not enough: you must participate in the class. Let me also add
this: I will not grade you down if your opinion differs from mine, from your classmates,
or from our authors. Quite the contrary. You are students at one of the top university’s
in the country, and you all possess interesting ideas and information. All that I require
from you are intelligent, informed responses. For example, do not say “that’s stupid!”
unless you can tell me why.
If any student has a disability or condition that prevents them from fulfilling any
of the above goals, please come and see me within the first two weeks of class so we
can negotiate an appropriate arrangement for the completion of assignments.
Grading: Weights and Values
Instructor/Discretionary/Participation
Assessment 1
Paper
Final Project
10%
25%
30%
35%
Please take note of the weighting of the assessments. Each assignment counts
more as your familiarity and mastering of the material increases. A good grade on the
exam does not necessarily mean a good course grade. Conversely, a poor exam grade
will not doom you to a poor course grade.
Instructor/Discretionary Points include attendance, participation, the occasional
reaction/opinion paper, etc. These will be awarded at the end of the semester, and
attached to your final grade. Most of these points will be assessed based on your
'performance' and participation in the class. Take advantage of it.
The paper and final will be graded on how well you integrate readings, text, and
discussion materials, as well as outside sources. Organization and focus of thoughts will
be analyzed here. Any paper that has not been spell-checked and proofread will be
returned for editing. Once returned, you will have one day to re-submit the paper. The
late policy will apply if the paper is not returned to me within one day.
See above description on writing for clarification.
Papers are due on the date indicated on the syllabus, at the beginning of class
and in person. I will not accept papers that have been e-mailed to me regardless of the
reason or circumstance. If you turn in your paper at the end of class, the late penalty
will apply. 10 points will be deducted for every day the paper is late, including
weekends. It is unfair to the other students in class to turn in late work with the
expectation that it will be graded equally. If you are aware of a problem or issue that
may prevent you from turning in your paper on time, let me know as soon as possible.
Extensions will only be given in cases of extreme circumstance and must be arranged
prior to the draft date. Once the rough draft deadline has passed, I will not be granting
extensions.
Required Readings:
Text: The Real World: An Introduction to Sociology. Ferrs, Kerry and Jill Stein,
eds. W.W. Norton & Company, 2008. (Appears as TRW on syllabus.)
Readings for Sociology, 5th ed. Massey, Garth (ed.) W.W. Norton &
Company, 2005. (Appears as RS on syllabus.)
Limbo: Blue-Collar Roots, White-Collar Dreams. Alfred Lubrano; Wiley,
Publisher. (Appears as L on syllabus.)
In addition to the above readings, there will be occasion to attend outside
lectures, films, etc. As a result of schedule and time constraints, at different points in
the semester your presence may be requested at the library to view films. Although
attendance is not required, it is encouraged. These films will be on reserve in the
library and you are required to view them. Some titles may be available at your local
video store, at Netflix, or online and it is more than acceptable to rent and view them
on your own time. Just let me know that you have seen them with a brief note or email on their content. Arrangements and specifics for the accomplishment of this task
will be discussed in class.
A Few Final Notes:
Although it may seem like quite a lot of work, it will hopefully be enjoyable and
informative for all. This syllabus serves as a general guide for the course of the
semester. In a sense, it is an agreement between you and I regarding how we will
navigate this semester together. As such, by choosing to remain in this course, you
agree to all of the above requirements and stipulations.
I reserve the right to alter this syllabus at any time, but with fair and
appropriate warning. Additionally, I am more than open to including or deleting certain
articles or topics if you, the students, feel strongly about them. There may be times
where a certain current event or pop culture phenomenon may appear that will lend
itself to this course. Should that happen, there will be more than ample opportunity to
set aside the days schedule and explore that occurrence in more depth. If there is a
topic that you would like to bring into the course, or explore more deeply, let me know
and I’ll see what I can do.
There will be absolutely no beepers or cell phones on during class. They must be
shut off once you walk into this classroom. Not on vibrate, but turned completely off.
Beepers and cell phones may be a necessity of our modern era, but they are immensely
distracting for me and you. (At some point this semester, we will discuss why cell
phones and beepers are such an annoyance.) I appreciate your cooperation on this last
item.
Finally, a more personal note. I believe in a safe, open, democratic classroom. I
want and encourage your participation not only in the classroom activities and
discussions, but also in how this course will carry itself out and in what we learn. You
all have a voice, and I want to hear it. I want all of your voices to count and to be
heard. As with all freedoms, there are responsibilities. You must take an active part in
this process, voice your thoughts and opinions, take an active role in the outcome of
this course. You are being asked not to sit in a class and read what I want you to read,
think what I want you to think. You are being asked to be an active participant in what
you learn, how you learn, etc. My responsibility is to you, to carry out this course (as
much as I am able) in ways that meet the goals of the class as well as the needs of each
of you. This will only work if we all put forth the effort.
All of you bring your own unique perspectives and experiences to this material,
and I encourage that. Many of the topics we will cover and explore can become very
personal. I want you to feel safe in this classroom to discuss that. Whatever is said or
written in this class stays in this class. No one should feel oppressed or stifled because
of gender, race, creed, class or sexual orientation. This class will be a community
effort.
Thank You.
Assignment 1:
In your own words, answer the following questions:
1) Why are you taking this course?
2) What do you want to get out this course?
3) What do you want to know more about?
4) How do you learn?
5) What can I do to best facilitate your learning?
6) What can the class do to best facilitate your learning?
SCHEDULE OF READINGS: THIS IS TENTATIVE AND SUBJECT TO CHANGE WITH DUE NOTICE
FROM THE INSTRUCTOR
KEY: TRW: FERRIS AND JAMES, THE REAL WORLD
L: LUBRANO, LIMBO: BLUE-COLLAR ROOTS, WHITE-COLLAR DREAMS
RS: MASSEY, READINGS FOR SOCIOLOGY
WED, 1/16 – COURSE INTRO
MON, 1/21 – NO CLASS – MARTIN LUTHER KING DAY
WED, 1/23 – TRW: CHAPTER 1 – SOCIOLOGY AND THE REAL WORLD
RS: CHAPTER 2 – THE SOCIOLOGICAL IMAGINATION, C. WRIGHT MILLS
RS: CHAPTER 1 – SOCIOLOGY AS INDIVIDUAL PRACTICE, PETER L. BERGER
MON, 1/28 – TRW: CHAPTER 2 – SOCIOLOGY’S FAMILY TREE
RS: CHAPTER 3 – WHAT MAKES SOCIOLOGY DIFFERENT?, EMILE DURKHEIM
RS: CHAPTER 23 – MANIFESTO OF THE COMMUNIST PARTY, KARL MARX & FRIEDRICH
ENGELS
WED, 1/30 – TRW: CHAPTER 4 – CULTURAL CROSSROADS
L: CHAPTER 1 – BRICKLAYER’S SON
MON, 2/4 – TRW: CHAPTER 4 CONTINUED
RS: CHAPTER 13 – MY SECRET LIFE AS A BLACK MAN, ANTHONY WALTON
WED, 2/6 – TRW: CHAPTER 3 – STUDYING SOCIAL LIFE
RS: CHAPTER 27 – FROM MAID IN THE USA, MARY ROMERO
RS: CHAPTER 6 – TELLING THE TRUTH ABOUT DAMNED LIES AND STATISTICS, JOEL BEST
MON, 2/11 – TRW: CHAPTER 3 CONTINUED
RS: CHAPTER 7 – RACISM AND RESEARCH: THE CASE OF THE TUSKAGEE SYPHILIS STUDY,
ALLAN M. BRANDT
WED, 2/13 – TRW: CHAPTER 5 – THE SELF AND INTERACTION
RS: CHAPTER 11 – ON FACE WORK, ERVING GOFFMAN
L: CHAPTER 2 – CRAWLING OUT OF THE BLACK HOLE
RS: CHAPTER 36 – LOVE, ARRANGED MARRIAGE, AND THE INDIAN SOCIAL STRUCTURE,
GIRI RAJ GUPTA
MON, 2/18 – TRW: CHAPTER 6 – SEPARATE AND TOGETHER: LIFE IN GROUPS
RS: CHAPTER 20 – “GETTING” AND “MAKING” A TIP, GRETA FOFF PAULES
RS: CHAPTER 33 – POLICE ACCOUNTS OF NORMAL FORCE, JENNIFER HUNT
WED, 2/20 – TRW: CHAPTER 7 – DEVIANCE AND CONFORMITY
RS: CHAPTER 6 – THE MY LAI MASSACRE: A MILITARY CRIME OF OBEDIENCE, HERBERT
KELMAN AND V. LEE HAMILTON
RS: CHAPTER 23 – FROM THE PANOPTICON TO DISNEY WORLD
MON, 2/25 – EXAM!
WED, 2/27 – TRW: CHAPTER 8 – SOCIAL CLASS
L: CHAPTER 3
RS: CHAPTER 25 – USES OF THE UNDERCLASS IN AMERICA, HERBERT J. GANS
MON, 3/3 – NO CLASS: SPRING BREAK!
WED, 3/5 – NO CLASS: SPRING BREAK!
MON, 3/10 – – TRW: CHAPTER 8 CONTINUED
RS: CHAPTER 12 – THE DYNAMICS OF WELFARE STIGMA, ROBIN ROGERS-DILLON
L: CHAPTER 4
WED, 3/12 – TRW: CHAPTER 9 – RACE AND ETHNICITY AS LIVED EXPERIENCE
HAND-OUT AND PRESENTATION: ‘OPENING FACES’ AND RACIALIZED BEAUTY
MON, 3/17 – TRW: CHAPTER 9 CONTINUED
RS: CHAPTER 14 – OPTIONAL ETHNICITIES: FOR WHITES ONLY?, MARY WATERS
RS: CHAPTER 18 – THE CODE OF THE STREETS, ELIJAH ANDERSON
WED, 3/19 – TRW: CHAPTER 10 – CONSTRUCTING GENDER AND SEXUALITY
RS: CHAPTER 10 – BOYHOOD, ORGANIZED SPORTS, AND THE CONSTRUCTION OF
MASCULINITIES, MICHAEL MESSNER
MON, 3/23 – NO CLASS: EASTER
WED, 3/26 – TRW: CHAPTER 10 CONTINUED
MON, 3/31 – TRW: CHAPTER 11- THE MACRO-MICRO LINK: POLITICS
RS: CHAPTER 29 – THE RISE AND FALL OF MASS RAIL TRANSIT, JOE R. FEAGIN
AND ROBERT PARKER
RS: CHAPTER 32 – THE BORDER PATROL STATE, LESLIE MARMON SILKO
WED, 4/2 – TRW: CHAPTER 11 – EDUCATION
RS: CHAPTER 31 – THE SAINTS AND THE ROUGHNECKS, WILLIAM J. CHAMBLISS
RS: CHAPTER 41 – THE MCDONALDIZED SYSTEM, GEORGE RITZER
MON, 4/7 – TRW: CHAPTER 11 - RELIGION
RS: CHAPTER 41 – RELIGIOUS COMMUNITY AND AMERICAN INDIVIDUALISM, ROBERT N.
BELLAH, ET. AL.
WED, 4/9 – TRW: CHAPTER 12 – THE ECONOMY, WORK, AND WORKING
L: CHAPTER 6 – OFFICE POLITICS
RS: CHAPTER 24 – NICKEL AND DIMED: ON (NOT) GETTING BY IN AMERICA, BARBARA
EHRENREICH
RS: CHAPTER 44 – FAITH AT WORK, RUSSELL SHORTO
RS: CHAPTER 51 – AN ALTERNATIVE TO GLOBALIZATION, BILL MCKIBBIN
MON, 4/14 – TRW: CHAPTER 13 – LIFE AT HOME (FAMILIES)
L: CHAPTER 7 – CLASS, LOVE, AND PROGENY
RS: CHAPTER 38 – DOMESTIC NETWORKS, CAROL B. STACK
HANDOUT - STRAIGHT, GAY, AND FAMILY, KATH WESTON
WED, 4/16 – TRW: CHAPTER 14 – RECREATION AND LEISURE IN EVERYDAY LIFE
MON, 4/21 – NO CLASS: PATRIOTS DAY
WED, 4/23 - TRW: CHAPTER 14 CONTI.
RS: CHAPTER 39 – THE EMOTIONAL GEOGRAPHY OF WORK AND FAMILY LIFE,
ARLIE RUSSELL HOCHSCHILD
MON, 4/28 – TRW: CHAPTER 16 – SOCIAL CHANGE AND SOCIAL MOVEMENTS (OR: NOW THAT
WE KNOW THE SOCIAL WORLD IS MESSED UP, WHAT CAN WE DO ABOUT IT?)
RS: PART 5 – SOCIAL CHANGE IN THE MODERN WORLD
WED, 4/30 – LAST CLASS
TRW: CHAPTER 16 CONTINUED
L: CHAPTER 8
CONCLUSION